Showcasing exemplary research programs, this book explores how the latest theories and findings on cognitive development can be used to improve classroom instruction. The focus is on how children acquire knowledge about the processes involved in learning— such as remembering, thinking, and problem solving—as well as strategies for mastering new information. The contributors are leading experts who illustrate ways teachers can support the development of metacognition and goal-directed strategy use throughout the school years and in different academic domains. Teacher behaviors and instructional methods that promote these abilities are identified, and innovative assessment approaches and research designs are described. Reviews: “Waters and Schneider have produced a thorough volume that presents a unique balance of theory, research, and practical instructional suggestions. This book is a valuable contribution for every educator focused on moving beyond isolated strategy instruction. It offers ways to help the learner and the teacher become more purposeful and successful, based on the latest research. I recommend this text for researchers, practitioners, and graduate students in educational psychology and education. The book’s coverage of metacognition and strategy use across multiple academic domains is a special strength.” —Dixie D. Massey, PhD, Department of Curriculum and Instruction, University of Washington “The editors have done a marvelous job bringing together acclaimed psychology and education researchers who share common interests but who often travel in separate circles. Collectively, the chapters illustrate how metacognition and strategy use contribute to skilled memory and to performance in math, science, reading, and writing. Experts in the field will enjoy the syntheses of recent work; novices will especially appreciate how the authors situate current ideas in their historical context.”—Linda Baker, PhD, Chair, Department of Psychology, University of Maryland, Baltimore County “Integrating basic research on cognitive development into real educational environments, this timely volume examines the complex interactions among strategy use, metacognitive development, individual differences, and instructional contexts. Advanced students and researchers will find in this volume a foundation for multidisciplinary research that could have a powerful impact on educational practices for many years to come.”—Kelly B. Cartwright, PhD, Department of Psychology, Christopher Newport University “A superb resource for educators who want to create instructional practices based on sound psychological theories and evidence. The distinguished authors focus on specific uses of metacognition to support cognitive development, self-regulated learning, and academic success.”—Scott G. Paris, PhD, Head, Centre for Research in Pedagogy and Practice, National Institute of Education, Singapore “Waters and Schneider have assembled a prolific group of researchers to speak directly to classroom practice. Dedicated to the late Michael Pressley, known for his work on cognitive strategies that readers employ to support their own reading, this volume points to the coming of age of the study of metacognition. The book explains central metacognitive concepts and strategies, teases out the relationships among them, and examines how they have been operationalized in empirical work. What began as an interesting idea 40 years ago has now led to a vast body of research.” —Diane E. Beals, EdD, School of Education, University of Tulsa Contents: Foreword, John G. Borkowski
I: Skilled Memory
1. Metacognition and Strategy Discovery in Early Childhood, Harriet Salatas Waters and Thomas W. Kunnmann
2. Teachers’ “Mnemonic Style” and the Development of Skilled Memory, Peter A. Ornstein, Jennie K. Grammer, and Jennifer L. Coffman
3. Metacognition and Memory Development in Childhood and Adolescence, Wolfgang Schneider
II: Math And Science
4. Self-Explanations Promote Children’s Learning, Robert S. Siegler and Xiaodong Lin
5. Bird Experts: A Study of Child and Adult Knowledge Utilization, Harriet Salatas Waters and Theodore E. A. Waters
6. The Dual Components of Developing Strategy Use: Production and Inhibition, Deanna Kuhn and Maria Pease
7. Fostering Scientific Reasoning with Multimedia Instruction, Richard E. Mayer
8 The Importance of Metacognition for Conceptual Change and Strategy Use in Mathematics, Martha Carr
III: Reading, Writing, and Academic Performance
9. Determining and Describing Reading Strategies: Internet and Traditional Forms of Reading, Peter Afflerbach and Byeong-Young Cho
10. Metacognition and Strategies Instruction in Writing, Karen R. Harris, Tanya Santangelo, and Steve Graham
11. Metacognition, Intelligence, and Academic Performance, Cesare Cornoldi
IV: Conclusion
12. Common Themes and Future Challenges, Harriet Salatas Waters and Wolfgang Schneider Editors:
Harriet Salatas Waters, PhD, Department of Psychology, Stony Brook University, Stony Brook, NY, and Wolfgang Schneider, PhD, Department of Psychology, University of Würzburg, Germany
Contributors: Peter Afflerbach, PhD, Department of Curriculum and Instruction, University of Maryland, College Park, Maryland
John G. Borkowski, PhD, Department of Psychology, University of Notre Dame, Notre Dame, Indiana
Martha Carr, PhD, Department of Educational Psychology, University of Georgia, Athens, Georgia
Byeong-Young Cho, MEd, Department of Curriculum and Instruction, University of Maryland, College Park, Maryland
Jennifer L. Coffman, PhD, Center for Developmental Science, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
Cesare Cornoldi, Professor, Department of Psychology, University of Padua, Padua, Italy
Steve Graham, EdD, Department of Special Education, Vanderbilt University, Nashville, Tennessee
Jennie K. Grammer, BA, Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
Karen R. Harris, EdD, Department of Special Education, Vanderbilt University, Nashville, Tennessee
Deanna Kuhn, PhD, Teachers College, Columbia University, New York, New York
Thomas W. Kunnmann, MA, Department of Psychology, Stony Brook University, Stony Brook New York
Xiaodong Lin, PhD, Teachers College, Columbia University, New York, New York
Richard E. Mayer, PhD, Department of Psychology, University of California at Santa Barbara, Santa Barbara, California
Peter A. Ornstein, PhD, Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
Maria Pease, PhD Teachers College, Columbia University, New York, New York
Tanya Santangelo, PhD, College of Education, Rowan University, Glassboro, New Jersey
Wolfgang Schneider, PhD, Department of Psychology, University of Würzburg, Würzburg, Germany
Robert S. Siegler, PhD, Department of Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania
Harriet Salatas Waters, PhD, Department of Psychology, Stony Brook University, Stony Brook, New York
Theodore E. A. Waters, BS, Department of Psychology, Emory University, Atlanta, Georgia
|
